Announcements
- Get your Chromebook
- Check your Gmail
- Start your Do Now
DO Now - Copy into Composition Notebook
Add these words to Vocabulary List I
Even though he had the impulse to run and hide, Laron courageously stood strong and faced the bully.
5. intuition n. (intuitively, intuit) a sense of knowing; an insight.
Meagan trusted her intuition about her date and left the restaurant without saying goodbye because she had a feeling something was odd.
Meagan trusted her intuition about her date and left the restaurant without saying goodbye because she had a feeling something was odd.
6. lapse n. (lapsed, lapsing) to sink or slip gradually.
While waiting to go on stage, Alvin experienced a momentary lapse into stage fright, but he pulled himself out of it and went on with the show.
_______________________________________While waiting to go on stage, Alvin experienced a momentary lapse into stage fright, but he pulled himself out of it and went on with the show.
Learning Target(s)
- I can explain what inferencing is.
- I can use inferencing to determine the purpose of a character in a dramatic scene.
Mini-Lesson: What is Inferencing?
- Watch this video on Inferencing...
- Inference: a thought process a reader makes to understand the meaning of text, or even an image; a logical conclusion.
- When you infer, you pay attention to the details in front of you, and you use other information (from the text, or your background knowledge) to mentally fill in the gaps between the details that are actually said or shown, and what the author expects the reader to understand.
Work Time
- Watch your teacher model a skit that requires the audience to draw an inference to determine the purpose of a character in a scene. Then...
- Divide into groups of 3-4 people.
- Create a skit that requires the audience to draw an inference about the purpose of a character in your scene.
- No words allowed!
- Perform it for the class.
- You will be graded on how well the audience can identify the purpose of the main character of your skit.
- How will you be graded?
- A - The audience could easily infer the purpose of the main character of your skit.
- B - Some of the class could easily infer the purpose of the main character of your skit.
- C - Only a few people could infer the purpose of the main character.
- D - Audience could on guess as to the purpose of the main character.
- F - There was no purpose or the actors did not take their role seriously and laughed throughout the performance.
Assessment / Homework
- Your grade will be determined on how well the audience can use inferencing to determine the purpose of your skits main character.
TUESDAY 9-26 C-Day: Inferencing Part II
Announcements
- Check your Gmail!
- Are you ready to perform your skit?
- Be seated, quiet and working before the bell!
______________________________________
DO Now - Copy
Add these two new words to Vocabulary List I
Like most of her daydreams about Carl, in this reverie, she found herself at the carnival taking selfies and holding hands.
8. meditation – (meditate, meditating, meditates, meditated) an act of deep thinking or reflection.
Before Kalvin made the decision to break up with Sherise, he meditated on it deeply for several days.
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Learning Target(s)
- I can explain what inferencing is.
- I can use inferencing to determine the purpose of a character in a dramatic scene.
_______________________________________
Mini-Lesson: Review of Inferencing
- Inferencing - coming up with a logical conclusion based on 1) Textual evidence (something you see) and 2) Your own personal experience.
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Work Time
- Finish performing group skits.
- How will you be graded?
- A - The audience could easily infer the purpose of the main character of your skit.
- B - Some of the class could easily infer the purpose of the main character of your skit.
- C - Only a few people could infer the purpose of the main character.
- D - Audience could on guess as to the purpose of the main character.
- F - There was no purpose or the actors did not take their role seriously and laughed throughout the performance.
________________________________________
Assessment / Homework
- How well was the audience able to draw inferences from your skit?
WEDNESDAY 9-27 D-Day: Gallery Walk
Announcements
- Check your Gmail!
- Be seated, quiet and working before the bell!
________________________________________
DO Now - Copy
Add these two new words to Vocabulary List I
9. tedious adj.– (tediously) boring, tiresome because of length, slowness or dullness.
Every minute she waited for her mother to pick her up after school became more tedious because she had nothing to do.10. perverse adj.– (perverted, pervert) turned away from what is right or good.
Gizelle thought it was a perverted twist of fate that she wound up in an interview with Cara Smithers, the woman she bullied relentlessly in eighth grade.
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Learning Target(s)
- I can draw inferences from graphic textual evidence.
- I can support my inferences with textual evidence from a photo.
- I can participate in discussions about a text with a partner, small group, and the whole class.
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Mini-Lesson: Gallery "Walk"
- Review: Take the Inferencing Quiz in Google Classroom, Assignment 15.0!
- What is a Gallery walk and how does it work?
- A gallery walk is a chance for you to view a text.
- How it works: You have the chance to view a collections of photos and write down details you notice about each one.
- Complete Assignment 14.0 in Google Classroom.
________________________________________
Work Time
- Complete Assignments 14.0 and 15.0 in Google.
- View each photo for 60 seconds. You teacher will set a timer. Then...
- Record what you notice and wonder about on your chart.
________________________________________
Assessment / Homework
- Complete Assignments 14.0 and 15.0.
THURSDAY 9-28 A-Day: DIRT Day
DO Now - Copy
- Go into ReadWorks.org and read the next article in the set and respond in your Book of Knowledge!
- Then finish your assignments from yesterday.
- Then, read your independent reading book!
DIRT Day Expectations
- Do the following BEFORE the bell rings…
- Open your DIRT Day Assignment in Google Classroom.
- Be in your seat reading.
- Focus on your reading the entire period.
- Do not sub-vocalize during DIRT.
- Complete 10 thoughts using the Active Reading Model by the end of the period. Do more for extra credit.
If You Finish a Book…
In an email to Mr. DeGrandis, write a review about your book in 3-paragraph essay format.
Guidelines for the Essay:
- ¶ 1 - title, author and genre of the novel and your opinion of the book (controlling idea).
- ¶ 2 - short summary of the book and include at least two text-based examples from the book
that support your controlling idea in ¶ - ¶ 3 - explain why you would or would not recommend this book to a friend and where they might be able to find it or purchase it.
If You Forgot Your Book…
- Choose a book from the class library or Mr. DeGrandis will give you one.
- Be sure to bring your book next week.
If You Want to Switch Books…
In an email to Mr. DeGrandis, write an Abandon Book Essay.
Guidelines:
- ¶ 1 – title, author and genre of the novel you are abandoning and
three reasons you don’t like the book (controlling idea). - ¶ 2 through 4 - Develop each reason using text-based details from the book.
- ¶ 5 - Offer your suggestions for other novels you have read that another student might enjoy.
FRIDAY 9-29 B-Day: 20% Time Research
